Lorna Earl #TTTPLD2016 - How Networks for Learning work

How Networks for Learning work -

Building and Connecting Learning Communities

• are very complex 
• can influence learning 
• changing in thinking and practice is the key 
• locus of change 
• the correct, shared focus is necessary and needs to be understood by everyone 
• strength of engagement is important 
• distributed leadership is necessary... 
• Upload and download - consider the things that matter, issues arising, and bring into the discussion; reflect back alternatives and options 
• Shared purpose and foci for work - look through a variety of lenses 
• Collective agreement, 
• Facilitation role - bringing everyone together; 
• There will inevitably be conflict in the bringing together of communities. 
• New shared knowledge enables us to move forward, with everyone on the same page.

Learning Focus for Students and Adults

• Clear and defensible learning foci for students, Teachers and learners - look at the evidence; 
• If that's what they need - what do I need? What do we need
• Learning focus across schools and learning focus for the teachers; 
• Focus takes time and is complex; 
• Getting the focus clear and understood, 
• Avoid the doings that are not needs basis or necessary... activity trap; 
• Monitor the focus in the school and the network;
• Engage all! 
• De-privatise schools in relation to their communities; 
• Create hunger - visible as consummate learner; 
• Be aware of the distractions, how do you keep the focus!
• Prioritise and avoid the 'if only' 

Collaborative inquiry...

Relationships and Collaboration:

• Working together
• Discuss
• Give and seek
• Feel supported to try new ideas
• Feel responsible to help and support all
• Collectively coming up with something that is bigger than any of us individually!
• Feedback for growth!
• Talking openly about differing views and values,
• Dealing openly with conflicts and disagreements;

How do we create the conditions for a group to:

• talk openly
• value, discuss, share...

Facilitation as Intentional Interruption
Facilitation for change, what we actually know, believe and feel - we have to interrupt! New learning happens in the ambiguity. We have to rethink the schema. New learning is hard work.
Facilitation as interruption.
Facilitation is a role - not a person.
Facilitators as a community of practice!
How do we create the conditions to move us forward as a team?
Zone of proximal development - providing the scaffolding to move through the journey.

What needs interrupting?

• The culture of activity - from activity based to learning based.
• Moving beyond the nice-ness - separating person from practice
• Leader as lead learner as opposed to lead knower...

Sea of barriers...

• Imposter syndrome...
• Cognitive misers - mental shortcuts...
• Exception to the rule
• Risk averse

How do we ensure that the growth of us all in our role is an unavoidable consequence?

If it's not about learning what should it be about?

In a fast changing world, if you can't learn, unlearn, and relearn, you're lost. Sustainable and continuous learning is a given of the twenty-first century. Stoll, Fink and Earl (2003)